A Learning Situation - Research Paper Example

? A learning situation Introduction Numerous scholars from the time of Thorndike till presently have tried to explain learning andbehavior among individuals and animals. Instrumental conditioning is probably the most researched and renowned technique used to modify behavior. Attempts to identify the role of Pavlovian mechanisms in instrumental learning stimulated studies relevant to the associative structure of instrumental conditioning. Lidwell, Holden, and Buttler (2010) define instrumental conditioning as the technique employed to modify behavior by reinforcing desired behaviors and ignoring or punishing undesired behaviours. Instrumental conditioning technique involves increasing or decreasing a behavior by associating the behavior with a positive or negative condition. Instrumental conditioning is commonly applied to animal training, counseling, and behavioral therapy. Selected Situation Thorndike (1901) asserts that instrumental conditioning relies on the law of effect. The knowledge of instrumental conditioning has influenced educational performances. Children of all ages display behavior. Parents and teacher are behavior changers. Completing homework by in time by children is a good example of a situation that best explains instrumental conditioning. In reference to Domjan and Grau (2009), presentation of a particular response follows instrumental conditioning behaviors. In this case, a child may complete his or her homework in time to earn rewards from her parent or teacher. The reward motivates the child to work harder to complete the homework in time. On the other hand, because the child is aware that failure to complete the task allocated in time will lead to punishment, he or she will attempt to complete it in time. In essence, the reward to attain from the parent and the teacher is a positive condition that leads to completion of homework in time whereas the punishment is a negative condition that leads to diminution of failure to complete homework in time. Positive and negative reinforcement Thorndike (1901), in his law of effect denotes that reinforcement is a primary element in instrumental conditioning. Reinforcement is anything that triggers the desired response. Occurrence of performance of a behavior initiates reinforcements. When there is a clear and predictive relationship between the frequency of a behavior and an outcome, behavior will be paced to do just what is required to receive reinforcement. Positive and negative reinforcements are basic instrumental conditioning techniques that induce a desired response or behavior. Positive reinforcement increases the probability of a behavior by associating the behavior with a positive condition. Needless to say, positive reinforcements are favourable events presented after the behavior. For instance, a promise for a vacation or promises for a reward, such as a bike to the child after completion of homework in time, will illicit motivation to the child. The promise of the reward are factors that illicit a desired response by the parent or the teacher. The child’s desire for rewards strengthens the frequency of completing homework. On the other hand, negative reinforcement increases the probability of a behavior by associating the behavior with the removal of a negative condition. In essence, the removal of unfavorable result fortifies the response. For instance, exposure to punishments or scolding by the parents is a negative reinforcement that triggers behavioural change. Reward and Punishment In reference to Mullen and Johnson (1990), reward is an expression that refers to a stimulus that provides positive motivation for behavior. Leslie and O’Reily (1999) asserts that rewards have a “profound feature of transferring their motivational properties to stimuli that predict their occurrence, and of strengthening responses upon which they are contingent”. Rewards are reinforcement elements. In this case, the promise for a bicycle as a gift after completion of the homework is a reward. Such rewards will elicit motivation to complete the task in time. The reward has the aptitude to draw out certain response patterns. In essence, the response is a consequence of a reward. The promise for a vacation elicits reactions that express concentration and behavior toward completion of the task allocated. On the other hand, rewards promote a state of motivational arousal. Leslie and O’Reily (1999) define punishment intuitively as the presentation of something unpleasant or the removal of something pleasant. In essence, punishment refers to a stimulus that leads to decreases in the behavior that precedes the stimulus. Conceivably, parents and teachers may want to punish pupils and students in some way for not completing homework in time. However, parents and teacher may be reluctant to employ the use of punishments than rewards. In part, this is for the simple reasons that punishments may cause the child harm, distress, and discomfort. Needless to say, the child may view the parents and teachers as coercive and sometimes undesirable. Hence, it seems that there is little to gain and much to be lost through the use of punishments. On the other hand, punishment reduces the probability of a behavior by associating the behavior with a negative condition. School exclusion or elimination of certain privileges may elicit fear among children and lead to completion of homework in time. Punishment should be used only for rapidly extinguishing a behavior. Most effective form of Instrumental Conditioning Response is contingent to behavioral responses of individuals. Human beings tend to respond effectively to motivational stimulus. The response is perceived as a function of the stimulus. Lidwell, Holden, and Buttler (2010) denote “motivation is the allotment of attention and behavioral resources to stimuli in relation to their predicted consequences”. In this case, positive reinforcement is the most effective form of instrumental conditioning. Thorndike (1901) denotes that positive reinforcement is superior in eliciting behavior change than punishment. Positive reinforcement leads to a permanent behavioral change while punishment brings about temporary behavioral changes that are accompanied by side effects. The rewards offered to the child on completion of homework increases the frequency of the behavior. However, not all positive reinforcements are pleasant. Though children regard a slap as a punishment, it is a positive reinforcement. Slapping the child will elicit behavioral change on the child permanently. Such an appetitive stimulus motivates the child to change his or her behavior. In addition, a reward inculcates motivation. In reference to Mullen and Johnson (1990), positive reinforcement is appropriate than extinction. Extinction is another form of instrumental conditioning where an individual performs an instrumental response but does not receive any reinforcement. References Domjan, M., & Grau, J. W. (2009). The principles of learning and Behavior. Cengage Learning. Leslie, J. C., & O'Reilly, M. F. (1999). Behavior Analysis: Foundations and Applications to Psychology. Routledge. Lidwell, W., Holden, K., & Butler, J. (2010). Universal Principles of Design: 125 Ways to Enhance Usability, influence perception, increase Appeal, Make Better, Design decisions, and Teach Through Design. Rockport Publishers. Mullen, B., & Johnson, C. (1990). The Psychology of Consumer Behavior. Routledge. Thorndike, E.L. (1901). Animal intelligence: An experimental study of the associative processes in animals. Psychological Review Monograph Supplement, 2, 1–109. Read More